This document discusses using innovative learning techniques like games, social learning, and interactive stories. It provides examples of how to incorporate these techniques into the classroom, including using games like tic tac toe. It also lists rules for class discussions and an agenda covering topics like facilitating techniques and the ARCS model of motivation. Interactive storytelling is discussed as an engaging way to deliver content with characters, plot, tension, and resolution.

1. Twitter:@kkapp
By Karl M. Kapp
June 2013
Innovative Learning Techniques: Games,
Social Learning and Interactive Stories

2. Tic Tac Toe or Hangman
SM page 3

4. Rules for Class
• Please, ask questions and participate in the discussions.
• Please, try to apply what we are learning to your situation.
• Don’t hesitate to make a point or bring up another possibility
or idea.
• Items or issues not directly related to the topic will be placed
into a “Parking Lot” to be addressed later.
• We will try to take a break about every two hours…please
remind the instructor.
SM page 4

5. Agenda
 Think
Think about these agenda items and how the
tasks we are discussing today will impact your
work and how you design instruction.
SM page 5

6. Questions Answered
• How can I use newer technologies to elongate learning
sessions and make them more social for both pre‐work and
post‐learning experiences?
• What is the value of a blog, wiki or even an internal messaging
system for learning?
• How do I integrate characters and stories into elearning and
learning events?
• How do I match the type of content we are teaching with the
proper delivery techniques?
SM page 6

7. Questions Answered
• How can I use newer technologies to elongate learning
sessions and make them more social for both pre‐work and
post‐learning experiences?
• What is the value of a blog, wiki or even an internal messaging
system for learning?
• How do I integrate characters and stories into elearning and
learning events?
• How do I match the type of content we are teaching with the
proper delivery techniques?
SM page 6
Can we make the
learning experience
a little more
engaging?

8. Activity
• Using a card game technique (index cards),
identify three of the best facilitation
techniques you use and place them on an
index card.
• When instructed pair up and discuss the
techniques and choose the best two
techniques
• Next we will share those techniques with the
rest of the class.

9. Personnel Learning Objective
• What do you want to get out of this
workshop?
SM page 7

10. John Keller’s
ARCS Model of Motivation
MotivationMotivation
AttentionAttention
RelevanceRelevance ConfidenceConfidence
SatisfactionSatisfaction
As we discuss, complete
page 9.

11. • What keeps your
attention during
a learning
event?
Attention

12. Attention
Variability Change of tone, movement,
media, and environment,
new challenges. Going from
one activity to the next.
Concreteness Use visual images,
anecdotes and biographies.
Conflict An adversary, an obstacle to
overcome. A challenge that
faces the learner.

13. Attention
Humor Include humor within the
instruction (need to be
careful).
Discovery What is over here? What if I
try this?
Participation Actively doing something
that makes a difference.
Social aspects of learning.

14. Consider using
the “En Media
Res” technique

15. Level One: Talking with the receptionist.

16. Level Two: Talking with the nurse gatekeeper.

17. Level Three: Talking with the physician.

18. Most games have challenges
that serve to gain the learner’s
attention. Starting with a
challenge encourages action and
curiosity.
Jones, B., Valdez, G., Norakowski, J., & Rasmussen, C. (1994). Designing learning and technology for educational reform. North
Central Regional Educational Laboratory. [Online]. Available: http://www.ncrtec.org/capacity/profile/profwww.htm and
Schlechty, P. C. (1997). Inventing better schools: An action plan for educational reform. San Francisco, CA: Jossey‐Bass

19. • How are you going to gain
and maintain the ATTENTION
of the learner?

20. • When does the learning event
seem relevant to the learner?
Relevance

21. Relevance
Experience Show how new learning is
related to prior knowledge
and related to learner
interests.
Present Worth Explain the current value of
the instruction.
Future Use Relate information to future
goals and activities.

22. Relevance
Modeling Show how the content or
task being learned relates to
real-life actions.
Choice Allow learners to make
relevant choices throughout
the learning event.

23. What are some specific
RELEVANCE activities or content
you can add to keep your training
motivating for the learner?

24. What makes a
person feel
confident when
they are
learning?
Confidence

25. Success helps
people feel
confident.

26. Scaffolding: Process of controlling
the task elements that initially are
beyond the learner’s capacity.
Guided Practice. Step‐by‐step
instructions and then fading of
instruction
Having different entry points into a learning module
provides players with the confidence that they can enter
the learning and be successful.

27. Risk Taking– Good video games lower the consequences of
failure; players can start from the Last saved game when they
fail.
In fact, in a game, failure is a good thing. Players actually use
failure as way of finding out information with the game.
James Paul Gee, University of Wisconsin-Madison

28. Confidence
Learning
Requirements
Inform players of the goals,
objectives, and requirements
of the learning.
Difficulty Sequence information and
action in the order of
increasing difficulty at a
reasonable pace.

29. Confidence
Expectations Provide a preview of what is
in store for the learner so
they can have realistic
expectations.
Attributions Help learner attribute their
success to the amount of
effort they spend. In games,
this is translated as coins,
points or rewards. In learning
it is mastery.

30. What are some specific
CONFIDENCE activities or
content you can add to keep
your training motivating for the
learner?

31. When do you feel
satisfied with
learning event?
Satisfaction

32. 20% higher
confidence levels.
Simulation/games build more confidence for on
the job application of learned knowledge than
classroom instruction.
Sitzmann, T. (2011) A meta-analytic examination of the instructional effectiveness of computer-based
simulation games. Personnel Psychology .Review of 65 studies. Chapter 4 “The Gamification of Learning and
Instruction.”

33. Satisfaction
Positive Outcomes Winning, receiving
constructive feedback,
praise, and personal
attention.
Realistic Setting Successfully using skills in a
realistic setting.
Overcoming
Obstacles
When an obstacle is
overcome, people feel
satisfaction.

34. What are some specific
SATISFATION activities or
content you can add to your
instruction to keep the training
motivating for the learner?

35. John Keller’s
ARCS Model of Motivation
MotivationMotivation
AttentionAttention
RelevanceRelevance ConfidenceConfidence
SatisfactionSatisfaction
Map the content you just
learned back to training you
develop. SM page 13

36. Summary of ARCS Model
Attention Relevance Confidence Satisfaction
 Variability
 Concreteness
 Conflict
 Humor
 Inquiry
 Participation
 Experience
 Present Worth
 Future Use
 Modeling
 Choice
 Learning
Requirements
 Difficulty
 Expectations
 Attributions
 Risk Taking
 Positive
Outcomes
 Realistic Setting
 Overcoming
Obstacles
Pair up. Explain the ARCS
Model and how it is applied
to a partner. SM page 14

37. Levels of Learning and Communication

38. Extend the Learning

39. 1
2
3
4
Learning Points
What Social
Learning?
How Do We Use
Social Learning?
Why Should We
Use Social Learning?
Example

40. Social Learning-RIGHT.
Just what am I supposed to
write about?
And just what I need…
another item on my to-do list.

41. Wiki
Quick, Quick

42. A wiki is an
easy-to-use web
page that
multiple people
can edit.

43. Wiki means Quick
in Hawaiian

46. Control over who posts to the wiki
User Name/Password.
You see who participates.

47. You have a history of every
edit
You are notified of every
change

48. Edits are time stamped. You know who made
changes and when they were made.

49. Just like
creating a
Word
document
Easily insert
Images and
Video
Just click
and begin

50. Blogging

51. A blog is an easy-
to-use web page
that provides a
chance to quickly
add information
and for readers to
quickly respond.

52. Blog is short for
the words “Web
Log”…Blog

53. www.blogger.com

54. Google “Kapp Notes”

55. Definition of
Terms
Tips and
Techniques
Frequently
Asked Questions
Posting/Collection of
of Valuable
Resources
Link to
Organizational
Experts
Advice from
Experts
Peer-to-Peer Sharing
SM page 19

56. Creating a bridge to
class alumni,
organizational experts
and current class.
Continual Education
Provide lecture notes
and slides.

57. Twitter
140 characters

58. Asks the question: “What’s Happening?”

59. Nothing?
Eating lunch.
Wasting time.

60. Nothing?
Eating lunch.
Wasting time.
Change the question.

61. How do I…?
What are you thinking?
Where can I find…?.
Who knows…?
Did you know …?
Here are some cool
resources…

62. What do learners need to know
now?
Is there information I want to
share with learners?
What do I want to say to learners
between classes?

63. Real-time
access to experts
Quick question
Broadcasting
Thoughts and
Opinions
Sending
Reminders.
Research
Answering one question
leads to more questions
Reach outside of the four
walls of a classroom
Focused Chats

64. Chat
More than 140 characters

66. Bringing It All Together

74. Take Aways

75. Take AwaysWrite a blog entry about something for which
you are passionate about related to learning
or about a class you teach. SM Page 20

76. Storytelling
SM page 23

77. Researchers have found that the
human brain has a natural affinity for
narrative construction.
Yep, People tend to remember facts
more accurately if they encounter
them in a story rather than in a list.
And they rate legal arguments as more
convincing when built into narrative
tales rather than on legal precedent.
Carey, B. (2007) this is Your Life (and How You Tell it). The New York Times. Melanie Green
http://www.unc.edu/~mcgreen/research.html. Chapter 2 “The Gamification of Learning and
Instruction.

78. 1. Characters
Story Elements
5. Conclusion
2. Plot (something has to happen).
3. Tension
4. Resolution

79. Let’s Get
Started

80. meet Hir O’ Winn…
(read Heroine)

81. an accomplished
Professional
Team Player
Member of the Organization
Member of the Operation’s Team
Slated for Promotion

82. Too Basic…

83. Too Advanced…

84. Too Late…

85. Sorry, had you
on mute, could
you repeat the
question.

86. meet Ann Tagonist…

87. an accomplished
Professional
Team Player
Member of the Organization
Member of Learning and Development Organization
Won Training AWARDS

88. an accomplished
Professional
Team Player
Member of the Organization
Member of Learning and Development Organization
Won Training AWARDSNumerous

89. They both work for…
Big Corp

90. Ann’s Job is to create training
E‐learning
Training Manuals
Classroom
instruction

95. Ann created a great library of
courses …

96. Ann Is… Frustrated
Still

97. Hir O’ Winn… won’t
take any classes Ann
Develops

98. DUH!DUH!

99. Scary problems…

100. Timing Issue …

101. Packaging Problem …

102. Transfer Problem …

103. I am
frustrated

104. So am I.

106. Self Serve Model …

107. Real‐time
access to people
Quick question
Broadcasting
Thoughts and
Opinions
Sending
Yourself
Reminders.
Mentoring
Reach across silos of
information
Answering one question
leads to more questions

108. Clarification of
Terms
Tips and
Techniques
Advice from
Veteran
Employees
Frequently
Asked Questions
Posting/Collection of
of Valuable
Resources
Listing of Internal
Experts

109. Hir Learns When and how she
wants and gets Promoted…

110. Ann Tagonist…
Becomes CLO

111. Profits
Increase…

112. Let’s Discuss how you can
benefit from Web 2.0…

113. The End

114. Let’s Examine the
Elements of the Visual
Story

115. Parts of a Story…

116. Stories need
Characters…

117. Stories need Plot…
What is happening…

118. Stories need Tension…

119. Stories need Resolution…

120. Stories need Conclusion…

121. 1. Characters
Stories Need
5. Conclusion
2. Plot (something has to happen).
3. Tension
4. Resolution
SM page 24

122. NikePlus Stats for Karl

124. Character Development who is this?
Background
One of the audience members
Successful, Confident
SM page 25

125. Use Characters to set mood and tone.

126. Blended Bullets
SM page 26

127. Connect with a habit of the audience

128. Additional Character Adds Tension

129. Linkindividual and corporate needs…

131. Graphical Bullets

132. Image conveys message of old and
outdated approach …

133. Why? is Ann frustrated …

134. Why? Won’t she take classes …

135. Now we provide an answer…
Sort of …

136. Visual Metaphor…

138. Visual Contrast…

139. Individual
Frustration…

140. More individual
Frustration…
Everybody is Frustrated…

141. Moment of Calm…

142. Realization of Solution…

143. The Resolution…

144. Happy Conclusion…

145. Call to Action…

147. Storytelling Exercise
SM page 27-28